Mathematics Subject Leader Meeting Thursday 3rd November

Guess and check…’What’s in the box?’… As a group, look at the items in your bag. One of the items is similar to the item in the box Decide what’s in the box and discuss your thinking and reasoning Look in the box to check

Aims network with other subject leaders refresh knowledge and understanding of mathematics initiatives and curriculum development further awareness of management tools to lead, monitor and enhance progress to raise standards in mathematics deepen subject knowledge and pedagogical approaches in mathematics

The latest picture…

January 2011Review launched January 2011Call for Evidence (phase one) begins April 2011Call for Evidence (phase one) ends Early 2012 Public consultation on phase one recommendations (including new Programmes of Study for English, mathematics, science and physical education) Early 2012Call for Evidence (phase two) begins Review of the National Curriculum

Spring 2012 Ministers announce decisions on (1) the Programmes of Study for English, mathematics, science and physical education and (2) the other subjects to be included in the new National Curriculum Spring 2012Call for Evidence (phase two) ends September 2012 New Programmes of Study for English, mathematics, science and physical education made available to schools Early 2013 Public consultation on new Programmes of Study for all other subjects to be included in the National Curriculum Review of the National Curriculum

Spring 2013 Ministers announce decisions about the Programmes of Study for all other subjects to be included in the National Curriculum September 2013 Teaching of the new Programmes of Study for English, mathematics, science and physical education becomes statutory September 2013 New Programmes of Study for all other subjects included in the new National Curriculum are made available to schools September 2014 Teaching of the new Programmes of Study for all other subjects to be included in the National Curriculum becomes statutory Review of the National Curriculum

The latest govt report Carol Vorderman was the chair… ‘A world-class mathematics education for all our young people’ Looks at 11 areas: 6.KS4 7.Maths to the age of 18 8.AS and A levels 9.Teachers 10.Higher education 11.Government agencies 1.Maths: a subject of critical importance 2.Overarching themes 3.International comparisons 4.Primary education 5.KS3

A world-class maths education… Looking at your section: Highlight the key points from the summary and recommendations Consider the potential impact on you and your dept Looking at your section: Highlight the key points from the summary and recommendations Consider the potential impact on you and your dept Be prepared to share with others…

A world class mathematics education of ALL our young people. By the age of 11 a child’s mathematical career is usually decided. 90% of those who fail to reach level 4 will fail their GCSE 94% of those who reach level 4 pass! (p4) Major reforms Raising the age of compulsory education to 17 in 2013 and to 18 in 2015 Rewriting the national curriculum Reviewing the testing arrangements for the end of ks2

Summary issues Teacher subject knowledge Primary daily maths lesson but maths actively encouraged on other areas New National curriculum should not predetermine teaching methods or chronology of learning. Each school should have responsibility for adopting or creating its own mathematics programme. Crucial role of parents and school providing help to parent who have a fear of maths. SAT’S can depress mathematical standards – new transition arrangements

APP – caution in the reliance placed upon APP and teachers do not have to follow this system in future if they choose not to.(p42) KS2 SAT currently no benefit to the children taking them. Alternative – in school formal assessment, cluster moderation and national verification(p45)

Teachers (p79) MAST Program – reviewing impact and cost effectiveness CPD – NCETM, on line training Copy available from

Updates

Where are we now- KS2 Nat 2011 AllBoysGirlsWorcsAllBoysGirls L L Eng/Ma L L

Reading 212 | 3.8% Maths 178 | 3.2% Writing 82 | 1.5% 318 | 5.7%421 | 7.5% 87 | 1.6% 3764 | 67.3% 529 | 9.5% KS2 – All (5591)

Data dash board Find Edulink password and log on Go to- Leadership /Management Performance data Data for schools

Weaving the strands of mathematical proficiency

Strands of Mathematical proficiency

Mathematical proficiency 1. Conceptual understanding- comprehension of mathematical concepts, operation and relations 2. Procedural fluency- skill in carrying out procedures flexibly, accurately, efficiently and appropriately 3. Strategic competence-ability to formulate, represent and solve mathematical problems

Mathematical proficiency 4. Adaptive reasoning-capacity for logical thought, reflection, explanation and justification 5. Productive disposition-habitual inclination to see mathematics as sensible, useful and worthwhile, coupled in belief in diligence and one’s own efficacy

Conceptual understanding Real life situations Manipulatives Written symbols Verbal symbols Pictures

Difficult to learn- difficult to teach Fractions

Where do the problems lie? What is 1/3 ? What does this mean? Do I know anything about the numbers? Is this like anything I have done before ?

Mondrian fractions

Key understandings in mathematical learning Summary papers- Nuffield Foundation Fractions by quantities

Conceptual understanding Modelling mathematics

Mathematical vocabulary Use fraction names Define a fraction Give a real life example- put into a sentence Draw other examples of fractions

Concept mapping As a planning tools to explore the pre-requisite skills and concepts to be assessed/learned Fractions

Procedural fluency- flexibility with mathematics Is mental calculation the same as mental arithmetic?

Teaching children to calculate mentally

Key aspects 1. Progression in mental calculation skills 2. Principles of teaching mental calculation 3. Addition and subtraction strategies 4. Multiplication and division strategies

Teaching mental maths from L5 Number Measures & mensuration in number Algebra Measures & mensuration in algebra Geometry Measures & mensuration in geometry Statistics

Developing mental strategies Use the instructions cards and play the game Identify what aspect of mental calculation would be supported by the game- and what levels Discuss how you might develop the game into KS3 Discuss questions you may use to encourage thinking

How do I help children to develop a range of mental strategies? Where are they? What strategies do they know and understand? Can they play with numbers mentally? Do they use jottings to support thinking? What could you do to support their mental agility?

Challenge - difficulty or complexity? Knowledge Comprehension Application Analysis Synthesis Evaluation Complexity Difficulty

What would the pattern look like if.....? What number can you think of to cancel all but 1 number out? What if we had 4 digit cards? If there are only cars, could there be 62 wheels? How many matchsticks would you need to make 30 squares?

Productive disposition Calendar

To do- 3 stars and a wish Consider what is the key area that would make a difference to mathematics learning in your school Engage staff in concept mapping to enhance learning and teaching Audit use of mathematics which are ‘actively encouraged in other areas of the curriculum’ Audit use of language to support learning